INTERACTION DESIGN: DESIGN METHODOLOGY SEMINAR

Spring 2026

Instructors:

Dr Joëlle Bitton

Prof. Jürgen Späth

The Interaction Design Methods course is proposed as an ongoing 'workshop', where theory is practiced and where we share knowledge and learn from each other. This course proposes to investigate the methods of interaction design and the challenges they pose, with an outlook on human-centred, non-human centred & planet-centred design. With notions of cultural contexts, historical overviews, and case studies, we’ll discuss the foundations of interaction design methods and their evolution.

Each student is responsible to advance the collective knowledge of the class, by becoming an investigator and by discovering sources, case studies, and possible new methods as well. Students should also mentor each other.
During the overlap with your studio courses, some of the methods reviewed will be put into practice. 

The course is a work-in-progress inviting experiments in pedagogy and in modulating theory and practice together. The field of Interaction Design is dynamic and thus calls for mixing foundation literature with new proposals, while keeping a critical perspective and staying open to shifts. As we progress in uncovering the topics of method class, we also put a strong emphasis on developing essential skills: reading, writing and reflecting, researching, including diverse sources, evaluating data, identifying assumptions and biases, presenting arguments, mediating discussions, sharing knowledge and owning your voice.

See calendar for when the course takes place. From week 2, two students are responsible for one session around a topic, where they present literature, case studies, mediate discussion and activity. See topics below. 

Note that sessions may take place either on-site or online - but hybrid session (both on-site and online) are not possible. 

• EACH CLASS
  ONLINE PUBLIC FORMAT FEATURING:

  • BEFORE CLASS: READINGS & RESPONSE NOTES
    For everyone, there are several mandatory readings per session and response notes are expected for each paper and have to be uploaded on their blog by the prior Sunday evening. 
    Students are expected to discuss and comment in class based on the readings they have done prior to the class (they can be randomly called to share their perspectives).
    A reading guideline is provided to support the reading process: identify author(s), research location/institution, country, background, date, writing style, publication, context, sources, possible biases; identify words and concepts that are not familiar to you; identify questions that are emerging. See additional tips for reading academic papers by researcher Mike Ananny.
    Texts vary in length every week, this is considered part of the learning process in this class to go through a reading and gather essential ideas in a limited time.
    
    

  • AFTER CLASS: REFLECTIVE NOTES on discussions/learnings
    After class, the student shares learnings from the seminar. Formats can include texts, videos, collages, photos, sketches… You share with the public your discoveries, findings, reflections, etc in a compact way.
    
    

• 1-TIME PRESENTATION & ACTIVITY:

Two assigned students each prepares a 8 minute-exposé on the questions of the week, and with arguments from (at least) 2-3 new academic papers and (at least) 3-4 related works that they each research themselves. The additional sources should include academic and cultural references, from various genders, and from various countries / cultures. Each exposé should provoke questions, inspire ideas. Prior to the class, they distribute the main points of their presentation on a document.

Additionally, the students presenting have to engage the class actively with a short exercise/task and propose 1 main original question that kicks-off a class discussion that they mediate.

The structure of the class should include:

• 2 x 8 minutes exposés 

• 15-minutes short exercise/activity where a method related to the topic is applied 

• 1 or 2 questions for the class to discuss 

• Larger discussion, feedback and perspectives from the tutor 

• a 5mn break

Students provide support and reflection for each other during the semester.
At the end of the course, the student grade themselves with a short written summary and reasoning included. *Teachers may modulate the grade with their own evaluations.

Following criteria for the final grading:

Exposé & Activity 40% 

Reading Notes & Reflections 40%

Participation in discussions 20% 

Regular attendance is required (80%). Absences have to be excused (medical notes, etc). Arriving late on more than one occasion will also affect the grade.

Any assignment that remains unfulfilled receives a failing grade. 

Readings are made available in the shared IAD server.

Week 1 - 16.03.26 - 9.00-10.30 - Design/Undesign: Perspectives and biases (jb)

Lecture : “Design/Undesign: Perspectives and biases”
In this lecture, we revisit a selection of interaction design moments with case studies, and we consider the implications of the field, most notable how technology and design intertwine. This leads us to grasp the biases, expectations, assumptions we design with, and what could be ways to address them within the design process itself.

Readings: 

Lindtner S., Bardzell S., Bardzell, J. 2016. "Reconstituting the Utopian Vision of Making: HCI After Technosolutionism". In Proceedings of CHI 2016.

Week 2 - 23.03.26 - 13.00-14.30 - Observations & Experiences (jb)

In design fields, observations are at the center point of being inspired and delving into projects: general observations of societal aspects, of our surroundings, of everyday life, specific observations of a context, of an issue, of behaviours, of non-human perspectives, etc.. Observations take place in the field & public spaces, in private spaces, in media, on social networks, in conversations, etc...  They lead us to create and design experiences, in the always evolving framework of interaction design. How do we build on the legacy of methodologies and innovate for always improved practices?

• Possible questions for students to answer in their exposé:

  • -- What is a meaningful observation?

  • -- How can we improve on interactive experiences?

Readings

Rosén, A. et al. 2022. "Towards More-Than-Human-Centred Design: Learning from Gardening". In International Journal of Design.

D. van der Linden. 2023. Animal-centered design needs dignity: a critical essay on ACI’s core concept. In Proceedings of CHI’22

Nova, N. 2014. "Design Ethnography?" & "Field Research". In Beyond Ethnography. How Designers Practice Ethnographic Research. pp 29-55. SHS (Berlin) & HEAD Genève.

Week 3 - 30.03.26 - 13.00-14.30 - Prototyping Concepts, Prototyping Everything (jb)

The prototype is the actuation of an idea, it also can be its evaluation, its dissemination, its validation.. even all at once? In the field of interaction design, we consider learning by doing, a form of "practicing theory". We also value demo as a form of communicating a concept. From the first sketch to a low-tech version, from a role play to a fully-functional artefact, the prototype can go through many iterations and could go for many more. What does a prototype prototype? Where does the prototype stop?

• Possible questions for students to answer in their exposé:

  • -- Why prototypes and demoes matter in interaction design?

  • -- How can prototypes manifest a positioning?

Readings

K. Song & E. Paulos. 2021. Unmaking: Enabling and Celebrating the Creative Material of Failure, Destruction, Decay, and Deformation. CHI 2021

Schleicher D. & al. 2010. "Bodystorming as Embodied Designing". In Interactions.

Moriwaki, K. & Brucker-Cohen, J. 2006. “Lessons from the scrapyard: creative uses of found materials within a workshop setting”. In AI & Society. 20:4. 506-525. 

Week 4 - 07.04.26 - 10.00-11.30 - Cultural Literacy (jb)

Stories and narratives surround us, influence us via fictions, movies, pop culture, games, advertising, marketing, scams, propaganda, etc... Considerations of how technology has shaped our society or speculations of how it will do so in the future permeate our collective imagination which in turns is reflected in the design we produce. We use metaphors, refer to myths, get inspired from old and new rituals. This travels most notably through pop culture expressions: Hollywood movies, music, memes, graphic novels, tv shows, literature, crafts, subcultures, etc...   In interaction design, we also use storytelling to demo a concept and disseminate a project, it is also used as forms of prototyping and of evaluation. It can also be used to sell a project, to highlight its qualities, to hide its flaws... 

• Possible questions for students to answer in their exposé:

  • -- How does pop culture narratives influence design and vice-versa? 

  • -- How do we use stereotypes to tell stories?

Readings

Dourish, P. & Genevieve Bell. 2014. “Resistance is Futile': Reading Science Fiction Alongside Ubiquitous Computing". In Personal and Ubiquitous Computing.

Kirby, D. 2010. "The Future Is Now: Diegetic Prototypes and the Role of Popular Films". In Generating Real-World Technological Development. Social Studies of Science.

Sontag, S. 1964. “Notes on Camp”. In Against Interpretation. Farrar, Straus & Giroux.

Week 5 - 13.04.26 - 13.00-14.30 - Success or Failure?

If we consider that we practice user-centered design (human and non-human), it seems evident that it's the users we design for that should validate assumptions, test developments, and possibly take part in the design process itself. Could this also mean that the uses define the success or the failure of the project in regards to its intentions and expectations? What are the tools? Is evaluation even necessary in the context of design?

• Possible questions for students to answer in their exposé:

  • -- What does it mean to evaluate an interaction design work?

  • -- How do we make sense of a design process and outcome?

Readings

Preece, J., Rogers, Y., & Sharp, H. 2002. “Introducing Evaluation”. In Interaction Design. Wiley.

Bitton, J., S. Agamanolis, and M. Karau. 2004. “RAW: Conveying minimally-mediated impressions of everyday life with an audio-photographic tool”. In Proceedings of CHI 2004.

Höök, K. & Löwgren, J. 2020. "Characterizing Interaction Design by Its Ideals: A Discipline in Transition". In She-Ji. 

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Week 6 - 27.04.26 – 13.00–15.00 – Designing for Users: From Interface History to Modern Design Processes (js)

This lecture provides an introduction to the history of graphical interfaces, exploring their evolution and impact on user interaction. Following this, we will examine different design processes, including the widely used Double Diamond model. A key focus will be on methods that help us understand users and their needs, forming the foundation for effective and user-centered design.

Readings:

Dark Horse Innovation, 2017. "Digital innovation playbook: The handbook for digital transformation, new business models, and technologies". 4th ed. Munich: Hanser.

Week 7 - 04.05.26 - 13.00–15.00 - Understanding Users and Defining Problems: From Insights to Ideation (js)

This lecture delves into methods for understanding people and identifying key problems in the design process. We will explore techniques for user research, problem framing, and the creation of How Might We questions to reframe challenges. Building on these insights, we will introduce methods for transitioning into the ideation phase, enabling designers to generate innovative and meaningful solutions.

• Possible questions for students to answer in their exposé:

  • -- Why are user interviews important in the design process?

  • -- What errors or biases can influence interviews?

Readings:

Portigal, S., 2013. "Interviewing Users – How to Uncover Compelling Insights". Rosenfald

• Students:

Week 08 - 11.05.26 - 13.00–15.00 - The Science of Usability: Essential Laws and Heuristics for Better UX and UI Design (js) 

This lecture explores the foundational principles of intuitive and human-centered UX and interface design. We will examine key figures such as Jakob Nielsen, Ben Shneiderman, and Jon Yablonski, along with essential design laws, including Fitts’ Law, Miller’s Law, and Hick’s Law. By understanding these principles, designers can create more effective, user-friendly interfaces that align with human cognition and behavior.

• Possible questions for students to answer in their exposé:

  • -- Why is psychology important for interaction design?

  • -- Can psychological principles also be used manipulatively (dark patterns)?

Readings:

Yablonski, J., 2024. "Laws of UX – Using Psychology to Design Better Products & Services". O`Reilly

• Students:

Week 09 - 18.05.26 - 13.00–15.00 - Evaluating UX: Methods for Testing Usability and Intuitiveness (js)

This lecture focuses on the evaluation of developed concepts, exploring methods to assess whether a product or service is intuitive and user-friendly. We will examine usability testing, heuristic evaluation, A/B testing, and other techniques that help identify strengths and weaknesses in the user experience. By applying these methods, designers can refine their solutions to better meet user needs and expectations.

• Possible questions for students to answer in their exposé:

  • -- How should a test interview be structured (introduction, tasks, conclusion)?

  • -- What kind of information can designers gain from thinking aloud?

Readings

Knapp J., 2016. „Sprint: How to Solve Big Problems and Test New Ideas in Just Five Days.“ Simon & Schuster 176–204 (Friday)

Jørgensen A. H., 1990. „Thinking-aloud in user interface design: A method promoting cognitive ergonomics.“ Ergonomics, Vol. 33 No. 4, 501–507

• Students:

Week 10 - 26.04.26 - 13.00–15.00 - From User-Centered to Planet-Centered: Expanding the Scope of UX Design (js)

This lecture explores the intersection of user experience and sustainability, challenging the traditional user-centered approach by incorporating broader perspectives such as "life-centered" and "planet-centric design". We will examine how designers can create products, systems, and services that not only meet human needs but also consider environmental and societal impact, fostering a more sustainable and responsible design practice.

• Possible questions for students to answer in their exposé:

  • -- What role do designers play in the design of sustainable digital systems?

  • -- How can sustainability be taken into account in the UX design process (e.g., research, concept, evaluation)?

Readings:

Lange, O., and Clasen, K. 2025. "User Experience. Design und Sustainability". Springer Vieweg 

• Students:

JOURNALS/BLOGS LINKS